新冠疫情期间有语言学习障碍的青少年阅读的风险与恢复力相关因素
Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19.
作者信息
Marks Rebecca A, Norton Rachel T, Mesite Laura, Fox Annie B, Christodoulou Joanna A
机构信息
Department of Communication Sciences and Disorders, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA.
School of Healthcare Leadership, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA.
出版信息
Read Writ. 2023;36(2):401-428. doi: 10.1007/s11145-022-10361-8. Epub 2022 Nov 11.
UNLABELLED
Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD ( = 93), ages 16-18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020-2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students' Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students' resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents' mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s11145-022-10361-8.
未标注
患有基于语言的学习障碍（LBLD）的学生除了面临读写困难外，还可能面临更高的社会情感健康挑战。我们研究了16 - 18岁患有LBLD的青少年（n = 93）中风险因素和复原力因素的患病率，以及在新冠疫情期间这些因素与阅读成绩的关联。数据收集于新冠疫情第一个完全远程学年（2020 - 2021年）的开始和结束时。参与者完成了标准化的单词和文本阅读测试，以及关于执行功能（EF）和与复原力相关的社会情感技能（毅力、成长型思维、自我管理、自我效能感和社会意识）或风险（焦虑、抑郁、与新冠疫情相关的创伤后应激障碍以及感知到的新冠疫情影响）的自我报告调查。学年开始时（时间1）的调查数据捕捉到了与社会情感风险、社会情感复原力和调节（即EF）相关的三个潜在因素。路径分析显示，即使在控制时间1的单词水平阅读时，社会情感复原力也能显著且独特地预测学生的时间2口语阅读成绩。社会情感风险、EF和感知到的新冠疫情影响与时间2口语阅读成绩没有直接关系；然而，学生的复原力介导了风险与阅读结果之间的关联。这些结果表明，青少年的心理健康问题、自我调节能力和社会情感复原力都与他们在新冠疫情相关压力下的经历有关。然而，尽管疫情处于高风险环境，且患有LBLD的学生面临社会情感挑战，但我们的研究结果表明，复原力直接预测年终阅读成绩，并介导社会情感风险对学业成绩的影响。
补充信息
在线版本包含可在10.1007/s11145 - 022 - 10361 - 8获取的补充材料。
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